2020年楚雄教師招聘真題模擬卷三初中英語學(xué)科

2020年楚雄教師招聘真題模擬卷三《初中英語學(xué)科》 育萃教師祝您考試順利一、單選題helpsstudentsfacilitatetheirprocessofaccumulatingvocabulary，broadeningscopeofvision，andincreasingtargetlanguageexposure.A.Scanning B.ExtensivereadingC.Skimming D.IntensivereadingWhenaskingstudentstoquicklyruntheireyesoverawholetexttogetthegist，wearetrainingtheirskillof.A.scanningB.mapping C.predicting D.skimmingWhichofthefollowingtypesofquestionsaremostlyusedforcheckingliteralcomprehensionofthetest?A.Displayquestions. B.Rhetoricalquestions.C.Evaluationquestions. D.Referentialquestions.Whichofthefollowingdoesn,tbelongtotheNewCurriculumStandards?A.Organizationofcontent. B.Employingteacher.C.Creatingmaterials. D.Providingteachingtraining.5、/u/，/d/，/a:/areallvowels.A.front B.centralC.back D.high二、簡答題1、在語法教學(xué)中，語法練習(xí)的形式有哪幾種?請(qǐng)對(duì)任意兩種練習(xí)形式進(jìn)行舉例說明2、聽力技能是語言技能的重要內(nèi)容之一。請(qǐng)簡述聽力基本技能包括哪些內(nèi)容，并選擇其中的三項(xiàng)技能，列舉出合理的訓(xùn)練方式。3、口語教學(xué)活動(dòng)的類型有哪些?對(duì)任意兩種活動(dòng)形式進(jìn)行舉例說明三、教學(xué)設(shè)計(jì)題1、根據(jù)提供的信息和語言素材設(shè)計(jì)教學(xué)方案，用英文作答。設(shè)計(jì)任務(wù):請(qǐng)閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)30分鐘的英語寫作教學(xué)方案。教案沒有固定格式，但須包含下列要點(diǎn)：teachingobjectivesteachingcontents?keyanddifficultpoints?majorstepsandtimeallocation?activitiesandjustifications教學(xué)時(shí)間：30分鐘

學(xué)生概況:某中等城市普通學(xué)校八年級(jí)（初三）的學(xué)生。班級(jí)人數(shù)為40人。多數(shù)學(xué)生已達(dá)到《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011年版）》五級(jí)水平。學(xué)生課堂參與積極性一般。語言素材：Youareareporterforyourschoolmagazine.Lastweek,aUFOlandednyourschool.Youinterviewedseveralpeopleandgottheinformationbelow.Writeastoryreportingwhathappened.Mr.Lisaid,"IsawthreealiensgetoutoftheUFO."WangJunsaid,"IwasstudyingwhenIsawtheUFOoutsidethewindow."ManYansaid,"Isawtwoaliensplayingfootballintheschoolhall."LiuMingsaid,"Iwaseatinglunchwhenthealienswalkedintothediningroom."Alienslandedatourschool!2、根據(jù)提供的信息和語言素材設(shè)計(jì)教學(xué)方案，用英文作答。設(shè)計(jì)任務(wù):請(qǐng)閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)20分鐘的英語語法教學(xué)方案。教案沒有固定格式，但須包含下列要點(diǎn)：?teachingobjectives?teachingcontents?keyanddifficultpoints?majorstepsandtimeallocation?activitiesandjustifications教學(xué)時(shí)間:20分鐘學(xué)生概況:某城鎮(zhèn)普通中學(xué)七年級(jí)（初一）學(xué)生。班級(jí)人數(shù)45人。多數(shù)學(xué)生已達(dá)到《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011年版）》二級(jí)水平。學(xué)生課堂參與積極性一般。語言素材:Whatdidyoudolastweekend?beach.Whatdidshedolastweekend?Whatdidyoudolastweekend?beach.Whatdidshedolastweekend?Whatdidhedolastweekend?Whatdidtheydolastweekend?Iplayedsoccer./WewenttotheShedidherhomework:Hewenttoseethemovies.Theyplayedtennis.3、根據(jù)提供的信息和語言素材設(shè)計(jì)教學(xué)方案，用英文作答。設(shè)計(jì)任務(wù):請(qǐng)閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)一節(jié)英語聽說課的教學(xué)方案。教案沒有固定格式，但須包含下列要點(diǎn)：?teachingobjectives?teachingcontents?keyanddifficultpoints?m碩orstepsandtimeallocation?activitiesandjustifications教學(xué)時(shí)間:45分鐘學(xué)生概況:某中等城市普通學(xué)校七年級(jí)（初一）的學(xué)生。班級(jí)人數(shù)為40人。多數(shù)學(xué)生已達(dá)到《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011年版）》二級(jí)水平。學(xué)生能夠積極參與課堂活動(dòng)，合作意識(shí)較強(qiáng)。語言素材：Mike:WhatshallwedoonSunday,Jerry?Jerry:Couldn,twegosomewhereoutsideBeijing?Mike:Likewhere?Don,tforgetwewillhaveanEnglishCornermeetingonSundayevening.Theycan,tdowithoutus.Jerry:Iknow,butthemeetingwillbeginatsix.WhataboutclimbingtheFragrantHill?Perhapswecoulddoabitofclimbing.Mike:Yes,that,snotabadidea.I’mverykeenonclimbing.Jerry:OK,letusmeetattheschoolgateat8:30amonSunday.四、教學(xué)情境分析題1、以下是某課堂教學(xué)實(shí)錄。根據(jù)所給材料回答下列問題。片段1:Look!Ithinkthattallgirlis-Sally.Yes,he（應(yīng)該是she）istallwithfairhair,andshewearglasses.（應(yīng)該是wearsglasses）Andshewearjeans（應(yīng)該是wearsjeans）andaT=shirtjustasshesays（應(yīng)該是said）inherletter.Sheisalsocarryingherwarmcoat.Yes,I,msuresheisSally.OK,let,sgotoherandsay"hello"toher.該教師一直在聽這兩名學(xué)生的對(duì)話交流直到對(duì)話結(jié)束。片段2:T:Whatdoyoulikedoinginyourfreetime?IveryliketowatchTV.YoumeanyouliketowatchTVverymuch?（教師很自然地讓學(xué)生重復(fù)剛才的對(duì)話）Oh,IlikewatchingTVinmyfreetime.Ialsolikecollectingstampsverymuch.（學(xué)生認(rèn)識(shí)到了錯(cuò)誤并重復(fù)使用正確形式）T:Soyourhobbyiscollectingstamps.S:Right.（1）在片段1中，教師的行為有哪些可取之處？⑵在片段2中，教師運(yùn)用了哪種糾錯(cuò)方法？⑶評(píng)價(jià)片段2中的教師的糾錯(cuò)方法。2、閱讀下面給出的兩個(gè)教學(xué)片段并回答所給問題片段1:教師利用課件呈現(xiàn)本單元的主要句型Whenis...Birthday?It,sin…和Isyour/her/hisbirthdayin...?Yes.Itis./No.It,sin…以及What,sthedate?It,s…機(jī)械操練結(jié)束后，教師呈現(xiàn)了幾張學(xué)生熟悉的教師的生活照，引導(dǎo)學(xué)生用所學(xué)句型猜測(cè)教師的生日。采用猜對(duì)小組得分的競(jìng)賽形式來組織這項(xiàng)活動(dòng)。學(xué)生興趣盎然，紛紛想?yún)⑴c其中。教師也配合他們進(jìn)行了對(duì)話練習(xí)。如在猜測(cè)體育教師Mr.Liu的生日時(shí)：IsMr.Liu,sbirthdayinApril?T:No.Itisn,t.IshisbirthdayinDecember?T:（抱歉的表情）No.經(jīng)過多次嘗試以后，某組學(xué)生猜對(duì)了。T:Yes!You,reright!Yourgroupgetonepoint!片段2:猜測(cè)活動(dòng)結(jié)束后，教師呈現(xiàn)出聽力插圖，并對(duì)圖片做了概括性介紹:ThisisSarah,sfamilypicture.接著，用提問的方式與學(xué)生一起談?wù)摿藞D片信息，并進(jìn)行了如下對(duì)話：T:Lookatthisfamilypicture.HowmanypeoplearethereinSarah'sfamily?Whoarethey?Ss:Five.Sarah,smother,father,brother,sisterandher.（教師迅速在黑板上板書，形成表格。）T:Fromthepicture,wecanseesomedates.Canyoureadthem?（少部分學(xué)生回答）Ss:Yes!ItisJan.3rd.T:Whataretheydoing?Theyarecuttingbirthdaycake.Theyaresinging〃HappyBirthday".T:Yes,theyarehavingabirthdayparty.對(duì)話談到這里，教師導(dǎo)出了聽力材料中部分學(xué)困生可能會(huì)覺得陌生的詞匯"familypicture"和"birthdayparty"，并引導(dǎo)學(xué)生學(xué)習(xí)這兩個(gè)短語。接著就圖片內(nèi)容又提出一個(gè)問題:Whosebirthdayisit?Canyouguess?學(xué)生紛紛猜測(cè).教師對(duì)答案不置可否。（1）分析片段1和片段2的設(shè)計(jì)目的。⑵如果你是該教師，請(qǐng)對(duì)你的兩個(gè)教學(xué)片段進(jìn)行反思。33參考解答一、單選題1、【育萃教育專家解析】B。解析:本題考查閱讀教學(xué)。A項(xiàng)意為“尋讀”，是針對(duì)某一部分進(jìn)行較為詳細(xì)的閱讀，找到相關(guān)信息。C項(xiàng)意為“略讀”，是指快速閱讀文章以了解其內(nèi)容大意的閱讀方法。B項(xiàng)意為“泛讀”，是指進(jìn)行廣泛、大量的閱讀，可以使學(xué)生通過頻繁地接觸語言材料，自覺或不自覺地學(xué)到或掌握大量詞匯，開闊學(xué)生的視野。D項(xiàng)意為“精讀”，是指深入細(xì)致、逐字逐句地閱讀，可以通過深入鉆研，加深知識(shí)的積累。根據(jù)題意可知，正確答案為B。2、【育萃教育專家解析】D。解析:本題考查閱讀教學(xué)。句意為“當(dāng)要求學(xué)生快速瀏覽一篇文章獲取大意時(shí)，我們?cè)谟?xùn)練他們的.技能"。scanning“尋讀”，目的是從較長的文字資料中尋找特定的細(xì)節(jié)內(nèi)容。mapping”繪制思路圖”，一般是在了解文章基本內(nèi)容之后，從閱讀材料的主題出發(fā)，畫出各部分之間的聯(lián)系，從整體上理解文章的過程。predicting“預(yù)測(cè)”，指借助文章的標(biāo)題、邏輯關(guān)系等，對(duì)文章的主題、體裁、結(jié)構(gòu)等進(jìn)行預(yù)測(cè)，目的常常是激發(fā)學(xué)生的閱讀興趣。skimming“略讀”，是通過快速閱讀文章來獲取大意的閱讀技巧。故本題選D。3、【育萃教育專家解析】A。解析:本題考查課堂提問類型。題干意思是:下列哪種類型的問題常用于檢查對(duì)文章字面意思的理解?課文理解性問題一般分為三類:展示性問題(displayquestions)、參考性問題(referentialquestions)和評(píng)估性問題(evaluationquestions)。其中，展示性問題通常被用來檢測(cè)學(xué)生對(duì)課文內(nèi)容的理解程度，就課文中的字詞句或者某個(gè)重要的細(xì)節(jié)向?qū)W生發(fā)問。這種問題的答案通常是唯一的，教師預(yù)先知道，學(xué)生只需憑借表層理解或是查找課文便能找到的。故本題選A。4、【育萃教育專家解析】B。解析:本題考查課程標(biāo)準(zhǔn)內(nèi)容。新課程標(biāo)準(zhǔn)涉及范圍不包括“雇用教師”這一項(xiàng)。5、【育萃教育專家解析】C。解析:本題考查元音的發(fā)音特征。2，/□/，/a:/都屬于后元音。二、簡答題1、【育萃教育專家解析】(1)語法練習(xí)的形式①機(jī)械性練習(xí)。這類練習(xí)強(qiáng)調(diào)語法的準(zhǔn)確性，其教學(xué)目的是幫助學(xué)生通過多次機(jī)械操練，準(zhǔn)確無誤地記憶語法范句，并達(dá)到能脫口而出的水平，學(xué)生是否真正理解范句并不重要。常見的練習(xí)形式有替換操練、轉(zhuǎn)換操練、并句操練等。②意義性練習(xí)。這類練習(xí)一般是教師提出一些要求，讓學(xué)生做出回答，答案控制在操練的句型和情境范圍之內(nèi)，是可以預(yù)料的。其目的是要求學(xué)生通過操練能在一定情景中用英語表意。常見的練習(xí)形式有看圖片編對(duì)話、根據(jù)提示翻譯句子等。③交際性練習(xí)。這類練習(xí)是指學(xué)生在適當(dāng)?shù)那榫爸凶杂墒褂盟鶎W(xué)的語法項(xiàng)目進(jìn)行交流的活動(dòng)。它強(qiáng)調(diào)以交際為目的的意義輸出或理解，師生、生生間的氣氛應(yīng)是和諧的。常見的練習(xí)形式有講故事、情景對(duì)話、小組討論、角色扮演等。(2)練習(xí)舉例①機(jī)械性練習(xí)-替換練習(xí)T:I,mtryingtofindabookinthebox.I,mtryingtofindabookinthebox.T:shelf.I’mtryingtofindabookintheshelf.bed.S:I,mtryingtofindabookinthebed.②意義性練習(xí)-漢譯英我打算在我家鄉(xiāng)買套房子。Iwanttobuyahouseinmyhometown.2、【育萃教育專家解析】聽力基本技能包括：(1)辨音能力:包括語音辨別、重讀辨別、意群辨別等。(2)交際信息辨別能力:指談話中新信息指示語、例證指示語、話題中止語、話題轉(zhuǎn)換指示語等。(3)大意理解能力:包括理解談話或獨(dú)白的主題或意圖等。(4)細(xì)節(jié)理解能力:獲取聽力中具體信息的能力。(5)詞義猜測(cè)能力:借助各種技巧猜測(cè)談話所使用的未知表達(dá)方式的能力。(6)推理判斷和預(yù)測(cè)能力:對(duì)說話人的意圖、談話人之間的關(guān)系、說話者的情緒態(tài)度等的推理判斷以及對(duì)談話下文的預(yù)測(cè)能力。(7)記筆記的能力:根據(jù)聽力材料類型和聽力要求選擇適當(dāng)?shù)墓P記記錄形式。訓(xùn)練方式：(1)培養(yǎng)學(xué)生的辨音能力，可以讓學(xué)生“聽并辨別不同的音素”“聽后標(biāo)示重讀、節(jié)奏、意群”“模仿”等。(2)培養(yǎng)學(xué)生的大意理解能力，可以讓學(xué)生“聽后選擇適當(dāng)?shù)臉?biāo)題”“為聽力材料寫概要”“進(jìn)行主題匹配”等。(3)培養(yǎng)學(xué)生的細(xì)節(jié)理解能力，可以讓學(xué)生“進(jìn)行正誤判斷”“根據(jù)聽力內(nèi)容進(jìn)行句子排序”“回答細(xì)節(jié)問題”等。3、【育萃教育專家解析】口語教學(xué)活動(dòng)包括三個(gè)層面:控制性或機(jī)械性活動(dòng)、半控制性或半機(jī)械性活動(dòng)和開放性或創(chuàng)造性活動(dòng)?？刂菩曰驒C(jī)械性活動(dòng)主要是一些語言訓(xùn)練活動(dòng)，包括朗讀、背誦、模仿、編對(duì)話、角色朗讀、復(fù)述等。半控制性或半機(jī)械性和開放性或創(chuàng)造性活動(dòng)主要是功能意識(shí)激活活動(dòng)和交際活動(dòng)。半控制性或半機(jī)械性活動(dòng)主要包括識(shí)別活動(dòng)、發(fā)現(xiàn)活動(dòng)、重組活動(dòng)、解決問題等;開放性或創(chuàng)造性活動(dòng)常包括角色扮演、辯論、問卷訪談、小組討論、即興演講等。例如:在以句型What'sthematterwithyou?及其回答為目的語言的課堂中，在學(xué)習(xí)了含有該目的語的對(duì)話后，老師可以讓學(xué)生進(jìn)行分角色朗讀，此時(shí)老師所采用的是機(jī)械性或控制性的口語練習(xí)活動(dòng)。此后，老師可以組織學(xué)生根據(jù)自己的個(gè)人經(jīng)歷，在小組內(nèi)編一個(gè)看醫(yī)生的小情景劇，讓學(xué)生在鞏固練習(xí)目的語的基礎(chǔ)上創(chuàng)造性地發(fā)揮，進(jìn)行交流，提升學(xué)生的交際能力，此時(shí)，老師采用的是創(chuàng)造性或開放性的口語教學(xué)活動(dòng)。三、教學(xué)設(shè)計(jì)題1、【育萃教育專家解析】TeachingContents:Writingareportaccordingtotheinformationcollected.TeachingObjectives:KnowledgeobjectivesStudentswilllearnhowtoturnthequotesintoreportedspeech.Abilityobjectives?Studentswillmasterhowtowriteareport.②Studentswilllearnhowtocollecttheinformationusedinreports.Emotionalobjectives?Studentswillhavetheawarenessofcommunicatingwithothers.②StudentswillbeinterestedinwritinginEnglish.TeachingKeyPoint:Studentscanmasterthemethodsofwritingreports.TeachingDifficultPoint:Studentsknowhowtoapplytheknowledgeofreportingintheirdailylife.MajorSteps:Step1Warmingupandlead-in(4minutes)PlayaclipofETmovieandaskstudentswhatsthemovieabout.(Justification:Throughthisactivity,students'interestcanbefosteredandtheywillfocusonthislesson.)Askstudentstohaveadiscussioningroupoffouronaliensandinvitesomeofthemtosharetheirideas.(Justification:Cultivatestudents'awarenessofcommunicatingandleadinthetopicofthislesson.)Step2While-writing(12minutes)DraftingT:Mr.WangwilldonatetenEnglishdictionariestoourclassnextweek.Weshouldwriteathank-younotetohim.Ipresentasampleofthethank-younote.Andyoushouldwritethefirstdraftofthenoteaccordingtothesample.Iwillalsooffersomeexcellentsentencesandwordstoyou.PeereditingThentheteacheroffersthewritingstandardstostudentsandletsthemchecktheirnoteswiththeirdeskmates.Afterediting,thestudentsshouldhandintheseconddraft.(Justification:Thesamplecanhelpstudentsknowtheelementsofathank-younotelogicallyandtheactivityofcheckingthenoteswithclassmatescanimprovetheir.abilitiesofthinkingandsolvingproblems.)Step3Post-writing(5minutes)Theteacherprovidescommentsandgivesguidanceontheseconddraftandpraisessomeofgoodwritingsinclass.Thentheteachertellsstudentsthemeaningofthanksandasksstudentstorevisetheirnotesaccordingtotheevaluationsafterclass.(Justification:Thisisalsoaveryimportantpartforstudents,fromwhichtheycanfindtheirmistakesandgettoknowhowtocorrectthem.It’sagoodchanceforthemtolearnthemeaningofthanks.Italsocanencouragestudentsforfurtherwriting.)7.【育萃教育專家解析】TeachingContents:Writingareportaccordingtotheinformationcollected.TeachingObjectives:KnowledgeobjectivesStudentswilllearnhowtoturnthequotesintoreportedspeech.Abilityobjectives?Studentswillmasterhowtowriteareport.②Studentswilllearnhowtocollecttheinformationusedinreports.Emotionalobjectives?Studentswillhavetheawarenessofcommunicatingwithothers.②StudentswillbeinterestedinwritinginEnglish.TeachingKeyPoint:Studentscanmasterthemethodsofwritingreports.TeachingDifficultPoint:Studentsknowhowtoapplytheknowledgeofreportingintheirdailylife.MajorSteps:Step1Warmingupandlead-in(4minutes)PlayaclipofETmovieandaskstudentswhatsthemovieabout.(Justification:Throughthisactivity,students'interestcanbefosteredandtheywillfocusonthislesson.)Askstudentstohaveadiscussioningroupoffouronaliensandinvitesomeofthemtosharetheirideas.(Justification:Cultivatestudents'awarenessofcommunicatingandleadinthetopicofthislesson.)Step2Pre-writing(10minutes)Explaintothestudentsthatalienslandedatourschooltheweekbeforeandaskstudentstotalkaboutthekindsofthingstheythinkaliensmightdoiftheycometoourschool.(Justification:Explainthebackgroundinformationandprovideabrainstormforthefollowingwriting.)Askstudentstoworkingroupoffourbeingareporterfortheschoolmagazineinturnandinterviewothergroupmembers.Duringtheprocess,theyshouldwritedowntheanswers.(Justification:Makepreparationforthewritingandstudents’awarenessofcommunicatingwillbeimproved.)Inviteseveralstudentstowritetheiranswersontheblackboardandchangedirectspeechintoindirectspeech.(Justification:Reviewandpracticethegrammarlearnedbefore.)Step3While-writing(8minutes)DraftingAskstudentstowriteareportentitled"Alienslandedatourschool!”basedontheinformationcollected,remindingthemtopayattentiontogrammar,spelling,punctuationandsoon.(Justification:Applytheinformationcollectedintherealwritingactivity.)Peer-editingAskstudentstocheckeachothers’writingsinpairsonspelling,punctuationandsoon.(Justification:Consolidatetheknowledgelearnedthroughcheckingothers’writings.)Step4Post-writing(8minutes)Presenttwostudents’writingsonthescreenandaskseveralstudentstolookforstrongandweakpoints.Haveadiscussiontogether.(Justification:Throughthisactivity,studentscangetsamplewritings,whichwillhelpthemintheirfuturewritingactivities.)2、【育萃教育專家解析】TeachingContents:Thislessonisaboutsomesentencesofthesimplepasttense.TeachingObjectives:KnowledgeobjectivesStudentscanmastertheusageofthesimplepasttense.AbilityobjectivesStudentscanusethesimplepasttensetotalkaboutthingshappenedinthepast.EmotionalobjectivesStudentshavethedesiretocommunicatewitheachotherusingthesimplepasttensetotalkaboutthethingsthathappenedinthepast.TeachingKeyPoint:Howtoguidestudentstomastertheusageofthesimplepasttense.TeachingDifficultPoint:Howtomakestudentsusethesimplepasttenseinpropersituations.MajorSteps:Step1Presentation(11minutes)PresentthestructureTheteacherasksstudents"Whatdoyouusuallydoatweekends?"andthestudentsanswerthequestion.Thentheteacherasksstudents"Whatdidyoudolastweekend?"andhelpsthemtoanswerthequestion.Theteacherwritestheanswersontheblackboardlikethis:Iusuallyplaysocceratweekends. Iplayedsoccerlastweekend.Iusuallylistentotheradioatweekends.Ilistenedtotheradiolastweekend.Iusuallygotoseemoviesatweekends.Iwenttoseethemovidastweekend.Theteachertellsthestudentsthatthetenseofthesesentencesintheright-handcolumnisthesimplepasttense.Studentswillseethestructureofthesimplepasttenseclearly,thatis"subject+verb(pasttense)+adverbialofpasttime".Afterthattheteachershowssomepicturesandasksstudentstomakesentencesusing"-Whatdidyoudolastweekend?-Idid…”.Thentheteacherencouragesstudentstoshowtheirsentences.PresenttheverbformsofpasttenseAfterstudentsunderstandthestructureofthesimplepasttense,theteacherasksthemtofocusontheverbsinthesesentences.Andthentheteacherasksstudentsaquestion"Thewordplay’becomesplayed’，listen'becomeslistened'andgo'becomeswent’,whydoesthishappen?"Afterstudents’discussion,theteachertellsthemthatthefirsttwowordsareregularvariationsandthelastoneisanirregularvariation.(Justification:Theinductivemethodwhichisusedheretopresentthelanguagepointofsimplepasttenseisveryuseful.Studentscanhaveabetterunderstandingofthestructureandusageofthesimplepasttense.)Step2PracticeandConsolidation(9minutes)(1)SubstitutionpracticeTheteacherasksstudentstosubstitutetheunderlinedpartwiththeproperformsofthegivenwords.She,doherhomeworkHe,playthetennisThey,watchTVWewenttothebeachlastweekend.(Justification:Thesubstitutionpracticecanhelpstudentsmasterthestructureandusageofthesimplepasttenseclearly.)TranslationTheteachershowssomeChinesesentencesonthePPT,andasksstudentstodothetranslation.(Justification:Thetranslationcanhelpstudentsconsolidatethelanguagepointofthesimplepasttenseeffectively.)3、【育萃教育專家解析】TeachingContents:ThislessonisadialogueaboutSunday,sactivity.Teachingobjectives:KnowledgeobjectivesStudentscanmasterthesesentencepatterns“Whatshallwedo…？What/Howabout.../Couldwe…？”AbilityobjectivesStudentscanmakesuggestionsintheirdailylifefreelyandeasily.EmotionalobjectivesThroughaskingandgivingsuggestions,studentswillhavethedesiretotalkwithotherspolitelyandputforwardtheirownideasreasonablyinEnglish.TeachingKeyPoints:Howtomakestudentsunderstandthedialogueandmasterthesentencepatterns"Whatshallwedo…？What/Howabout.../Couldwe…？”TeachingDifficultPoints:Howtoguidestudentstousethenewsentencepatternsinpropersituationsanddeveloptheabilityofsearchingthekeyinformationinlisteningmaterial.TeachingProcedures:Step1Lead-in(5minutes)Theteacherplaysamovieclipof"CrazySchool",whichisaboutthechildren'scrazyweekendactivities.Afterthat,theteacherhasafreetalkwithstudentsandasks"WhatdoyouusuallydoonSundays？"Thentheteacherencouragesstudentstoexpresstheiropinions.(Justification:Themovieclipcanstimulatestudents’interestinthetopicofthedialogue.Thefreetalkwillhelpstudentsunderstandthedialogueeasily.)Step2Listening(15minutes)Firstly,theteacherasksstudentstolistentothetapeoftheconversationandansweraquestion"Whatactivityaretheytalkingabout?"Thentheteacherasksstudentstogivetheiranswers.theblanks.Mike:_Jerry:_theblanks.Mike:_Jerry:_wedoonSunday,Jerry?wegosomewhereoutsideBeijing?Mike:Likewhere?Don,tforgetwewillhaveanEnglishCornermeetingonSundayevening.Theycan,tdowithoutus.Jerry:Iknow,butthemeetingwillbeginatsix.climbingtheFragrantHill?Perhapswecoulddoabitofclimbing.Thirdly,theteacherasksstudentstolistentothetapeagainandchecktheanswers.(Justification:Students’abilityoflisteningforspecificinformationwillbewelldeveloped.Theywillgettoknowthesentencepatternsofmakingsuggestions.)Step3Speaking(20minutes)Activity1RoleplayTheteacherasksstudentstoactoutthedialogueinpairs,usingthesentencepatternsandthekeywordsontheblackboard.Theywillbegivenfiveminutestopracticeandthenperformthedialogueinthefrontoftheclassroom.Duringthepractice,theteacherwalksaroundtheclassroomtogivesomehelp.(Justification:Theroleplaycandevelopstudents’cooperativelearningabilityandlanguagecompetence.)Activity2GroupworkTheteacherdividesstudentsinto5groupsandsetsasituationforthem"Thereisagroupofforeignerswhowanttovisitourcity.Buttheguidesdonotknowhowtoarrangetheirtourroute.Canyougivethemsomeadvice?"Thestudentscouldusethesentencesontheblackboardtodiscussandtheteacheroffersthemsomepictures.